Teaching/Learning Academy Diversity Statement

Diversity adds to our community and professional environment in many ways. Including all voices encourages free inquiry, civil discourse, more thoughtful conclusions, and deeper perspectives on teaching and learning, bringing excellence to our work as teachers, counselors, and librarians.
TLA values diversity and seeks to create a community of faculty who promote the college’s mission of Inclusive Excellence. We advocate for the hiring and retention of diverse faculty and intentionally promote inclusion through the following practices:

  • Encouraging the expression of different perspectives,
  • Cultivating positive interdependence amongst the TLA cohort, and
  • Promoting active participation and cooperative engagement in our curriculum.

The TLA director, facilitators, and staff are committed to:

For ourselves

  • Refining our skills and knowledge to become better allies to people of historically underrepresented groups.
  • Developing our diversity literacy through reading, intentional discussions, trainings, and attendance at conferences as well as applying those concepts and practices to our curriculum and processes.
  • Identifying our own biases and assumptions and reflecting on how these biases and assumptions impact or influence our interactions with others.
  • Recognizing and addressing inequity in our systems and process.
  • Fostering an atmosphere of respect and appreciation for multiple perspectives
  • Sharing current research on inclusive practices to other departments and systems at the college.

For tenure-track faculty

  • Providing equity in tenure candidate support at all stages of the process.
  • Acknowledging the curriculum contributions of the faculty members in the process.
  • Helping faculty identify their own biases and assumptions and reflect on how these biases and assumptions impact or influence interactions with peers and students.
  • Encouraging faculty to develop curriculum that explores diversity as a strength acknowledges differences, and understands the problems of bias and the benefits of inclusion.
  • Guiding individual faculty members to pursue their personal educational interests and develop curriculum that intentionally includes perspectives of historically underrepresented groups.
  • Focusing on individual faculty member’s strengths and needs throughout the portfolio process.